Integrating Technology into the Mathematics Classroom
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Authors
Souter, Melissa
Issue Date
2001-12
Type
Thesis
Language
en_US
Keywords
Technology , Algebra , Motivation , Achievement , Attitude
Alternative Title
Abstract
The purpose of this action research study was to compare the effects of technology-enhanced
algebra instruction and traditional algebra instruction in terms of student academic achievement,
student motivation, and student attitude towards algebra. In doing this comparison, I also hoped
to gain an understanding of how technology was being used by teachers and students in algebra
instruction. In my study, I concentrated on comparing two methods of instruction-- technologyenhanced
algebra instruction and traditional algebra instruction-- in three areas: student
achievement, student motivation, and student attitude. The study included four teachers and 92
ninth-grade students in five algebra classes. Students in technology-enhanced classes had higher
achievement scores, were more motivated, and had a more positive attitude than those in
traditional algebra classrooms. Based on these results, I reached conclusions which were
presented to stakeholders at my school, and I recommended that schools should increase the use
of technology and the amount of technology integration into secondary algebra classrooms.
Description
Citation
Publisher
Valdosta State University
License
Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.